San José Unified School District

How Is Curriculum Differentiated To Address The Diverse Learners In The Classroom?

Differentiating instruction can occur in a variety of ways. Essential questions: How is my child actively engage in learning? What does a differentiated classroom looks like?

There are three student characteristics that may indicate a need for modifications in curriculum and instruction. These characteristics are readiness, interest and learning profile. The content, activities and products can be adjusted in response to learners’ needs.

Pre assessment determines how to plan lessons to meet the needs of students approaching standards, at standard and those that exceed standard

Learning Profile Learning Modalities ( auditory, visual, kinesthetic) Multiple Intelligences (verbal/linguistic, logical/mathematical, visual/spatial, rhythm/musical, body kinesthetic, naturalist, interpersonal, intrapersonal)

Bloom’s Taxonomy of Cognitive Development (knowledge, comprehension, application, analysis, synthesis, evaluation)

Questioning strategies (open-ended where possible, adjust complexity, abstractness, degree of mental leap required, connections required between topics, Socratic questioning)

Varied texts, media, software (multiple reading levels from basic to advanced, wide variety of subjects)

Tiered Assignments (modified in various ways such as: simple - complex, concrete - abstract, single facet - multiple facets, more structure - more open, less independent - more independent, slower - quicker)

Curriculum Compacting (plans for learning what is not known and excuses student from what is already known or mastered - time is spent in enriched or accelerated study)

Anchor Activities/Extension Menus/Independent Contracts/Centers (build on student interest, encourages independence, allows work with complex and abstract ideas, allows long-term and in-depth work on topics of interest, taps into high motivation)

Success

Every child, in addition to challenge, needs success.
And one of the problems with a classroom that is not differentiated is somebody is challenged and has a chance to succeed,
but somebody is under-challenged and succeeds without challenge, and someone else is over-challenged and does not have the opportunity for success.

Carol Ann Tomlinson

Some questions that you might ask.
How is my child assessed before instruction?
How do you extend the learning for those who already meet the standards’ knowledge and skills?
What strategies are used to develop higher levels of thinking?
What opportunities does my child have to learn independently?
What opportunities does my child have to work with others with similar interest or skill?
What kinds choices are provided for children to practice or demonstrate what they have learned.?